scholarly journals Dari IAIN ke UIN Pangeran Antasari: Tantangan dan Peluang di Tengah Arus Perubahan Sosial dan Budaya

2017 ◽  
Vol 12 (1) ◽  
Author(s):  
Mujiburrahman Mujiburrahman
Keyword(s):  
General Education ◽  
Tertiary Education ◽  
Lower Class ◽  
University Education ◽  
Spiritual Guidance ◽  
Social Changes ◽  
The Social ◽  
History Of ◽  
System 2 ◽  
The University

Abstract This paper discusses the reasons behind the need for the transformation of the Institute for Islamic Studies (IAIN) Antasari into a State Islamic University (UIN). By analyzing the history of education in Indonesia in terms of tensions between Western (general) education and Islamic education, the paper argues that the transformation is a historical necessity. The transformation should be directed (1) to integrate general knowledge and Islamic knowledge in the university education system; (2) to respond to the social changes in contemporary society, especially the high variety of job markets, which demand professionalism; (3) to be the source of moral and spiritual guidance for society, and (4) to open much more opportunity for people, especially those of the lower class, to have a tertiary education. Abstak  Makalah ini mendiskusikan alasan-alasan di balik kebutuhan tranformasi IAIN Antasari menjadi UIN. Dengan melakukan analisis sejarah tentang ketegangan antara sistem pendidikan Barat (umum) dan pendidikan Islam, makalah ini menunjukkan bahwa transformasi tersebut adalah suatu keharusan sejarah. Transformasi itu harus diarahkan untuk (1) mengintegrasikan pengetahuan umum dengan pengetahuan Islam dalam sistem pendidikan di universitas; (2) menanggapi perubahan-perubahan sosial dalam masyarakat kekinian, khususnya tingginya keragaman lapangan kerja, yang menuntut profesionalisme; (3) menjadi sumber bimbingan moral dan spiritual masyarakat; dan (4) membuka kesempatan yang lebih luas bagi masyarakat, khususnya mereka yang dari kelas bawah, untuk mendapatkan pendidikan di perguruan tinggi.

Role of social environment factors in the teaching of mathematics in the process of psycho-pedagogical support

2016 ◽  
Vol 10 (2) ◽  
pp. 68-76
Author(s):  
Марфа Аниськина ◽  
Marfa Aniskina
Keyword(s):  
General Education ◽  
Social Environment ◽  
Academic Discipline ◽  
Human Interaction ◽  
University Education ◽  
Teaching Mathematics ◽  
The Social ◽  
Teaching Of Mathematics ◽  
The University

The article is devoted to theoretical and practical issues of teaching mathematics in high school. The article analyzes the influence of factors of the social environment on higher education, including the teaching of mathematics. Among all studied subjects higher mathematics is a particular educational discipline, knowledge of mathematics is the basis for the study of many applied sciences. The subject of mathematics as an academic discipline in the University is one of the fundamental subjects of general education. The author examines the necessity of psychological and pedagogical support of the process of adaptation to University and support. The article describes the essence of psychological and pedagogical support of University education. Studying the social environment, the author takes into account the factors which are the result of human interaction and which influence at the same time on the behavior and emotional state of people. The article examines the role of environment, including social environment, and the role of the learning process. The author analyzes some factors of the social environment and describes the specifics of teaching mathematics and the specifics of training for various forms of education: fulltime education and correspondence courses. The article examines acmeological approach to teaching. The article notes that in acmeological understanding the main direction of development is the movement of a person to selfactualization, the fulfillment of inner potential, achievement of new heights, including internal ones. The article reveals the need for ownership of acmeological technologies for teachers engaged in psycho-pedagogical support of learning. The author identifies complex issues that impede learning and the work of the teacher: the low level of initial knowledge of students, insufficient development of students ‘ interest in education, attitudes to education not as to a painstaking, systematic, domestic work, but as to the formal execution of a set of some external, unrelated to the student tasks.

Life on the Hill: Students and the Social History of Makerere

Africa ◽  
2006 ◽  
Vol 76 (2) ◽  
pp. 247-266 ◽  
Author(s):  
David Mills
Keyword(s):  
Social History ◽  
University Education ◽  
Political Crisis ◽  
Political Autonomy ◽  
Makerere University ◽  
Western Idea ◽  
The Social ◽  
History Of ◽  
The University ◽  
The Hill

AbstractHow will history judge British late-colonial efforts to export its model of higher education to Africa? In this article I challenge any simple interpretation of the ‘Asquith Commission’ university colleges – such as Makerere or University College Ibadan – as alien impositions or colonial intellectual ‘hothouses’. Focusing on Makerere University in Uganda, and drawing on a variety of archival and personal sources, I show how its students and faculty engaged in an ambivalent recreation and subversion of the Western idea of the university and its foundational discourses. I suggest that the institution offered a space to question and debate the purpose of an African university education. Students and staff made use of their limited political autonomy to challenge and rework the colonial hierarchies of race and culture. As a result, Makerere remained an influential forum for intellectual debate, cultural expression and social critique until the mid-1970s. Whilst this legacy is made less visible by the subsequent years of political crisis, underfunding and expansion in student numbers, it remains an important historical legacy from which to rethink the future of African universities.

Building on the Backs: Basil Spence, Queens’ College Cambridge and University Architecture at Mid-Century

2011 ◽  
Vol 54 ◽  
pp. 383-405 ◽  
Author(s):  
Louise Campbell
Keyword(s):  
Higher Education ◽  
Second World War ◽  
University Education ◽  
The Social ◽  
History Of ◽  
Robbins Report ◽  
Queens College ◽  
The University ◽  
Second World

Higher Education in Britain expanded dramatically during the 1950s and 1960s. The trigger for growth was the Barlow Report of 1946, which recommended an immediate doubling of the number of science students and an increase in the total number of student places, of which there had been c. 50,000 in 1939, to 70,000 by 1950 and 90,000 by 1955. The 1963 Robbins Report continued and accelerated this expansionist policy, proposing that half a million student places be created by 1980. In the event, although funding was less generous than Barlow had recommended, the numbers achieved were far greater, and 85,000 students were in Higher Education by 1950. The impetus for this growth, which included the foundation of seven new universities (the so-called ‘Shakespearean Seven’) and the enlargement of existing institutions, stemmed from an ambitious vision of the role of universities after the Second World War. Higher Education, and particularly scientific training, was seen as one way to maintain Britain’s position on the world stage. Equally important was the principle of widening access, and a concern to broaden the social base of university education found expression in a range of new approaches to design. Within this context, the universities of Oxford and Cambridge also witnessed significant expansion, but in a very particular way and with distinctive results on account of these universities’ collegiate structure. As elsewhere, buildings at Oxbridge for teaching and research were dependent on finance from the University Grants Committee, but the semi-autonomous colleges could draw on their own (sometimes considerable) resources when it came to building. Furthermore, college dons could exercise significantly more influence over the choice of architect than was possible elsewhere. The colleges of Oxford and Cambridge therefore provided an important environment in which new architectural ideas could be explored. An early contribution to the debate was made by the Erasmus Building, a residential block at Queens’ College, Cambridge, designed by Basil Spence in 1958 (Fig. 1). Although the history of Spence’s design is inextricably bound up with its Cambridge context, as an attempt to reformulate the collegiate ideal it also offers a foretaste of the debates that shaped the new universities in the decade that followed.

George Hoggart Toulmin: politics and geology

1978 ◽  
Vol 8 (4) ◽  
pp. 481-481
Author(s):  
ROY PORTER
Keyword(s):  
French Revolution ◽  
Social Order ◽  
Lower Class ◽  
Great Distance ◽  
The Earth ◽  
Christian View ◽  
The Social ◽  
French Enlightenment ◽  
Political Conservatism ◽  
History Of

The physician George Hoggart Toulmin (1754–1817) propounded his theory of the Earth in a number of works beginning with The antiquity and duration of the world (1780) and ending with his The eternity of the universe (1789). It bore many resemblances to James Hutton's "Theory of the Earth" (1788) in stressing the uniformity of Nature, the gradual destruction and recreation of the continents and the unfathomable age of the Earth. In Toulmin's view, the progress of the proper theory of the Earth and of political advancement were inseparable from each other. For he analysed the commonly accepted geological ideas of his day (which postulated that the Earth had been created at no great distance of time by God; that God had intervened in Earth history on occasions like the Deluge to punish man; and that all Nature had been fabricated by God to serve man) and argued they were symptomatic of a society trapped in ignorance and superstition, and held down by priestcraft and political tyranny. In this respect he shared the outlook of the more radical figures of the French Enlightenment such as Helvétius and the Baron d'Holbach. He believed that the advance of freedom and knowledge would bring about improved understanding of the history and nature of the Earth, as a consequence of which Man would better understand the terms of his own existence, and learn to live in peace, harmony and civilization. Yet Toulmin's hopes were tempered by his naturalistic view of the history of the Earth and of Man. For Time destroyed everything — continents and civilizations. The fundamental law of things was cyclicality not progress. This latent political conservatism and pessimism became explicit in Toulmin's volume of verse, Illustration of affection, published posthumously in 1819. In those poems he signalled his disapproval of the French Revolution and of Napoleonic imperialism. He now argued that all was for the best in the social order, and he abandoned his own earlier atheistic religious radicalism, now subscribing to a more Christian view of God. Toulmin's earlier geological views had run into considerable opposition from orthodox religious elements. They were largely ignored by the geological community in late eighteenth and early nineteenth century Britain, but were revived and reprinted by lower class radicals such as Richard Carlile. This paper is to be published in the American journal, The Journal for the History of Ideas in 1978 (in press).

WORK-BASED LEARNING IN HIGHER EDUCATION: EXPERIENCE AND CHALLENGES OF LEARNERS, WORKPLACES AND INSTITUTIONS OF HIGHER EDUCATION

2020 ◽  
Author(s):  
Anne Roosipõld ◽  
Krista Loogma ◽  
Mare Kurvits ◽  
Kristina Murtazin
Keyword(s):  
Higher Education ◽  
University Education ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Constructivist Learning Theory ◽  
Education Experience ◽  
Restaurant Management ◽  
The Social ◽  
The University ◽  
Social Constructivist Learning

In recent years, providing higher education in the form of work-based learning has become more important in the higher education (HE) policy and practice almost in all EU countries. Work-based learning (WBL) in HE should support the development of competences of self-guided learners and adjust the university education better to the needs of the workplace. The study is based on two pilot projects of WBL in HE in Estonia: Tourism and Restaurant Management professional HE programme and the master’s programme in Business Information Technology. The model of integrative pedagogy, based on the social-constructivist learning theory, is taken as a theoretical foundation for the study. A qualitative study based on semi-structured interviews with the target groups. The data analysis used a horizontal analysis to find cross-cutting themes and identify patterns of actions and connections. It appears, that the challenge for HE is to create better cooperation among stakeholders; the challenge for workplaces is connected with better involvement of students; the challenge for students is to take more initiative and responsibility in communication with workplaces.

The Roman Retail Revolution

2018 ◽  
Author(s):  
Steven J. R. Ellis
Keyword(s):  
Interdisciplinary Approach ◽  
Vital Role ◽  
Archaeological Material ◽  
Roman World ◽  
The Social ◽  
History Of ◽  
Food And Drink ◽  
Bodies Of Evidence ◽  
Definition Of ◽  
The University

Tabernae were ubiquitous among all Roman cities, lining the busiest streets and dominating their most crowded intersections, and in numbers not known by any other form of building. That they played a vital role in the operation of the city—indeed in the very definition of urbanization—is a point too often under-appreciated in Roman studies, or at best assumed. The Roman Retail Revolution is a thorough investigation into the social and economic worlds of the Roman shop. With a focus on food and drink outlets, and with a critical analysis of both archaeological material and textual sources, Ellis challenges many of the conventional ideas about the place of retailing in the Roman city. A new framework is forwarded, for example, to understand the motivations behind urban investment in tabernae. Their historical development is also unraveled to identify three major waves—or, revolutions—in the shaping of retail landscapes. Two new bodies of evidence underpin the volume. The first is generated from the University of Cincinnati’s recent archaeological excavations into a Pompeian neighborhood of close to twenty shop-fronts. The second comes from a field survey of the retail landscapes of more than a hundred cities from across the Roman world. The richness of this information, combined with an interdisciplinary approach to the lives of the Roman sub-elite, results in a refreshingly original look at the history of retailing and urbanism in the Roman world.

scholarly journals Biological education in Belarusian State University for 100 years

2021 ◽  
pp. 3-16
Author(s):  
Vadim V. Demidchik ◽  
Valery N. Tikhomirov ◽  
Vera S. Matskevich ◽  
Vitaly V. Sakhvon ◽  
Tatyana I. Ditchenko ◽  
...  
Keyword(s):  
University Education ◽  
State University ◽  
History Of ◽  
The University ◽  
Biological Education

The article is dedicated to the centenary of Belarusian State University and the centenary of biological university education in Belarus. The history of the faculty of biology is described, a retrospective of the development of its units since 1921 is presented. The most significant personalities and events are highlighted. The inseparable connection between the life of the faculty and the university as a whole is demonstrated.

scholarly journals Idea uniwersytetu kształcącego ludzi zaangażowanych w pracę

1970 ◽  
pp. 387-397
Author(s):  
Konrad Kulikowski
Keyword(s):  
Social Learning ◽  
Learning Theory ◽  
Work Engagement ◽  
Social Learning Theory ◽  
Job Demands ◽  
University Education ◽  
Job Crafting ◽  
University Environment ◽  
The Social ◽  
The University

The first part of this article introduces the work engagement concept in a framework of the Job Demands-Resources Theory and discusses a relation between work engagement and job crafting. Next, the author presents the hypothesis that university education can form engaged employees by enhancing students’ self-efficacy beliefs about their ability to effectively crafting their future job environments. On the basis of the Social Learning Theory the author proposed three possible methods on how the university community could promote job crafting behaviors among students. These methods are: trainings and persuasions, modeling, or observation of how university top researchers work, and allowing students to experience success in changing different aspects of the university environment.

scholarly journals SUSTENTACIÓN DE UN OBSERVATORIO ARQUITECTÓNICO EN LA UNIVERSIDAD ANTONIO NARIÑO, SEDE VILLAVICENCIO (META)

2018 ◽  
Vol 9 ◽  
pp. 137-156
Author(s):  
SANDRA NARANJO ◽  
◽  
JUAN GONZALEZ
Keyword(s):  
Interdisciplinary Collaboration ◽  
University Education ◽  
Social Projection ◽  
The Social ◽  
Training Research ◽  
The University ◽  
University Training

This article presents the results of the interdisciplinary collaboration of the authors, from their fields of research, to reflect on the guidelines of the three substantive functions of the university: training, research and extension, linked these last two with the social projection, to support the design of an architectural observatory at the Antonio Nari- ño University, Villavicencio headquarters, under the premise that a research scenario of this type, in addition to linking these functions offers a series of conditions and benefits in terms of the demands of university education and the role of the university in society.

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